Class 28: Monday 3/14 Focus:
How does the history of civil rights support arguments for Affirmative Action?
How did the War on Drugs create a subtext for a new system of racialized social control?
Activities:
1. Debrief Affirmative Action
Purple Only:
Watch below youtube clip on Michelle Alexander- New Jim Crow
2. Begin de-briefing Michelle Alexander New Jim Crow discussion
Homework: Read and answer questions Richard's White - Born Modern
Class 27: Thursday 3/10 (Green) Friday 3/11 (Purple) Focus:
1. How equal are America's educational opportunities?
2. How does the history of civil rights support arguments for Affirmative Action?
3. How did the War on Drugs create a subtext for a new system of racialized social control?
Kenneth Clark Doll Experiment The Supreme Court cited Clark’s 1950 paper in its Brown decision and acknowledged it implicitly in the following passage: “To separate [African-American children] from others of similar age and qualifications solely because of their race generates a feeling of inferiority as to their status in the community that may affect their hearts and minds in a way unlikely ever to be undone.” Dr. Kenneth Clark was dismayed that the court failed to cite two other conclusions he had reached: that racism was an inherently American institution, and that school segregation inhibited the development of white children, too.- Taken from NAACP "Brown at 60"
2. Watch 28- end of video- Have a discussion about Boston Busing
3. Using video guide have an in-class discussion on Boston Busing
Homework:
None- other than be sure to be prepared for mass incarceration discussion next class
Class 25: Tuesday 3/8 (Both Classes) Focus: Examine how Boston addressed its de facto school segregation.
Activities: 1. Work for 30 minutes in your pre-assigned griz groups to complete the attached griz sheet. Remember you can use the presentations listed below for assistance.
2. After you have completed the griz- use the attached video guide and watch from the beginning to 31:05 of the Eyes on the Prize- Boston Busing Segment.
Homework:
Read the attached article and
ONLY ANSWER the attached discussion question. YOU do not need to annotate.This article and questions is due for both classes next Tuesday 3/8- It is long so use the time I am giving you to divide up the reading! We will be participating in a socratic seminar (Graded)
Class 23: Thursday 3/3 (Both sections)
Focus: How did various marginalized groups move closer to power?
Activities:
1. Presentations
Homework:
Read that attached article and ONLY ANSWER the attached discussion question. YOU do not need to annotate.This article and questions is due for both classes next Tuesday 3/8- It is long so use the time I am giving you to divide up the reading! We will be participating in a socratic seminar (Graded)
Class 22: Monday 2/29 (Green) Tuesday 3/1 (Purple)
Focus: How did marginalized groups move closer to power?
Activities:
1. Use class time to present presentation - take notes for Griz that will be on Friday 3/4 (Green) Monday3/7 (Purple)
Homework:
Read that attached article and ONLY ANSWER the attached discussion question. YOU do not need to annotate.This article and questions is due for both classes next Tuesday 3/8- It is long so use the time I am giving you to divide up the reading! We will be participating in a socratic seminar (Graded)
2. Use class time the remaining class and next class (Friday) to complete the group portion of the project.
Homework: Group project due Monday Feb 29th
Class 19: Tuesday 2/23 (Green) Wednesday 2/24 (Purple) Focus:
Submit Annotate Bib
Course selection
Day one Group portion
Activities:
1. Mrs. B went over course options for next year
2. Day one- Group Project- see below sheet for group description- Begins on page 3
Homework:
Detailed Outline due next class!!
Green and Purple- Thursday 2/25
Class 18: Monday 2/22- Both Sections Focus: Annotated Bib
Activities:
1. Format for Annotated Bibliography and Detailed Outline was taught in class today.
2. Had class time on computers to begin work on Annotated bib
Class 16: Thursday 2/11 (Green) Friday 2/12 (Purple)
This day was focused on working on the independent portion of the research process. Attached below is an outline of the topics covered on the day.
Class 15: Wednesday 2/10 (Both Classes)
In class workday
Notecard check
Topic check
Homework:
Class 14: Tuesday 2/9 (Both Sections) Focus:
Activities:
1. Hand in 10 Notecards
1. Finish de briefing "Time for Justice"
2. Notes on the Movement
3. Go over the different groups of the Civil Rights Movement
Homework:
50 Notecards due.
Class 13: Monday 2/1 (Green) Tuesday 2/3 (Purple)
Focus:
How did the 1950's policies and the GI Bill contribute to the disparity in wealth between whites and black citizens?
Activities:
1. Finish House We Live In
2. Get out Civil Rights Packet
3. Watch A Time for Justice and answer questions- Video guide in above packet
Homework:
Read your assigned article in Civil Rights Movement Packet
Bring in three sources and blank notecards due Wednesday
1- Journal article from JSTOR
1- Book or e-book
1- Source of your choice.. must be scholarly if website (.edu/.gov/.
Class 12: Friday 1/29
Focus:
How did the 1950's policies and the GI Bill contribute to the disparity in wealth between whites and black citizens?
2. Watch "Race Power of Illusion"- The House we Live In- Watch and answer video guide
Homework:
Get three required sources due Wednesday 2/3
1- Journal from JSTOR
1- Book source
1- of your choosing
Class 11: Thursday 1/28 (Both Classes) Focus:
Go over and get groups for the Equality and Hierarchy Other Marginalized Groups Project
How did the 1950's policies and the GI Bill contribute to the disparity in wealth between whites and black citizens?
Activities:
1. Go over Equality and Hierarchy Project
- Go over project
- Pick groups and topics
Homework:
Due Next Wednesday 2/3 (Both Classes) Bring three sources (One must be a journal, one must book, other of your choosing)
Due tomorrow - Read article "A Critical Look at the GI Bill's Impact" and write 2-3 bullet-points identifying the impact of the GI BIll
Class 10 : Monday 1/25 (Green) Tuesday 1/26 (Purple) Test
Class 9: Friday 1/22 (Both Classes)
Focus:
Compare the experiences of African Americans in the North and South during Jim Crow?
Were the ideals of democracy - that were given as rationale to enter both World Wars- extended to African Americans?
Activities:
1. Go over Chicago Race Riots
2. WWI/ WWII Conversation
Homework:
Test
Green- Monday 1/25
Purple Tuesday 1/26
Review Guide
Class 8: Wednesday 1/20 (Green) Thursday 1/21 (Purple)
Focus: Evaluate the status of African Americans in terms of Equality and Hierarchy during the Jim Crow Era.
Compare experiences of African Americans in the North and South during Jim Crow.
Activities:
1. Complete notes in t-chart on examples of "Hierarchy" and "Agency"
2. Read the section on the Great Migration from WWI/WWII packet- see attachment for homework on class 7 for reading
3. Intro- Chicago Race Riots Chicago Race Riots 1919
4. Begin reading through Chicago Race Riots articles
Class 7: Tuesday 1/19 (Both Classes) Focus:
Evaluate the status of African Americans in terms of Equality and Hierarchy during the Jim Crow Era.
Activities:
1. Power Pie-
2. Rotate Power Pies- Write what you agree and disagree and add two changes
3. List -chart-
Agency and Hierarchy based on presentations
Homework:
Read attached packet and answer questions on page one. Discussion for both classes is on Friday 1/22
Homework:
Due next class: Read pages 2-5 and complete the questions on page 1 of the attached packet. You do NOT need to annotate and you do NOT need to address the "Evaluation" question at the bottom of p. 1
Class 4: Monday 1/11 (Purple) Tuesday Green 1/12
Focus:
Understand the historical context of the Abolitionist Movement? Why does the abolition of slavery become such a divisive issue?
Activities:
Green Only-
1. Finish watching "Race Power of Illusion"
2. Define Equality and Hierarchy Words
3. Conduct Story of Freedom discussion
Homework- Same as purple- see below
Activities: (Purple)
Abolitionist Movement- see attached packet for class and for homework
2. Watch "American Experience - The Abolitionists" and answer attached questions- pages 5+6 of Abolitionist Movement Packet (attached above)
Homework:
In Abolition Movement Packet
Read pages 1-2 and take 2-3 bullet-point notes on reflections
Read page 3 and answer questions on page 4
ClassThree: Thursday 1/6 (Purple) Friday 1/7 (Green)
Focus:
Understanding basic vocabulary with unit.
What is race? How was race used to justify the creation of social hierarchy?
Activities:
1. Finish going over chart
2. Watch Episode Two: The Story We Tell- Scenes 1-4 (Time 1-9:04)- Purple Only
Class 29: Tuesday 3/15 (Green) Wednesday 3/16 (Purple)
Focus:
How did the War on Drugs create a subtext for a new system of racialized social control?
Activities:
1. Green only: watch Michelle Alexander's clip- see below class for clip
2. View Statistics
3. Discussion- New Jim Crow
Homework: Read and annotate the attached article
Hamilton not Jefferson
Class 28: Monday 3/14
Focus:
How does the history of civil rights support arguments for Affirmative Action?
How did the War on Drugs create a subtext for a new system of racialized social control?
Activities:
1. Debrief Affirmative Action
Purple Only:
Watch below youtube clip on Michelle Alexander- New Jim Crow
2. Begin de-briefing Michelle Alexander New Jim Crow discussion
Homework: Read and answer questions Richard's White - Born Modern
Class 27: Thursday 3/10 (Green) Friday 3/11 (Purple)
Focus:
1. How equal are America's educational opportunities?
2. How does the history of civil rights support arguments for Affirmative Action?
3. How did the War on Drugs create a subtext for a new system of racialized social control?
Activities:
1. Affirmative Action
2. Divide- Looking at above document compare arguments for and against affirmative action
3. Statistics of Mass incarceration
4. Begin discussion
Homework: Read and answer the questions to Richard White's- Born Modern
Class 26: Wednesday 3/9 (Both Classes)
Focus: How has the government attempted to remedy the de fact and de jure school segregation?
Activities:
1. Read Brown v. Board of Edu
Kenneth Clark Doll Experiment
The Supreme Court cited Clark’s 1950 paper in its Brown decision and acknowledged it implicitly in the following passage: “To separate [African-American children] from others of similar age and qualifications solely because of their race generates a feeling of inferiority as to their status in the community that may affect their hearts and minds in a way unlikely ever to be undone.” Dr. Kenneth Clark was dismayed that the court failed to cite two other conclusions he had reached: that racism was an inherently American institution, and that school segregation inhibited the development of white children, too.- Taken from NAACP "Brown at 60"
2. Watch 28- end of video- Have a discussion about Boston Busing
3. Using video guide have an in-class discussion on Boston Busing
Homework:
None- other than be sure to be prepared for mass incarceration discussion next class
Class 25: Tuesday 3/8 (Both Classes)
Focus:
Examine how Boston addressed its de facto school segregation.
Activities:
1. Work for 30 minutes in your pre-assigned griz groups to complete the attached griz sheet. Remember you can use the presentations listed below for assistance.
2. After you have completed the griz- use the attached video guide and watch from the beginning to 31:05 of the Eyes on the Prize- Boston Busing Segment.
Watch the below clip from the beginning to 31:05- must finish for homework whatever is not complete in class!
Homework:
Complete the video segment just until 31:05 and thoroughly complete the video guide
Class 24: Friday 3/4 (Green) Monday 3/7
Focus:
Final evaluation of how various marginalized groups have moved closer to power.
Activities:
1. Finish Presentations
2. Purple Block Presentations:
Irish Americans
Women
Native Americans
Chinese Americans
Mexican Americans
Griz
Work in groups to complete griz- Green Block Presentations:
Women
Irish Americans
Cuban Americans
Chinese Americans
Italian Americans
Native Americans
Homework:
Read the attached article and
ONLY ANSWER the attached discussion question. YOU do not need to annotate.This article and questions is due for both classes next Tuesday 3/8- It is long so use the time I am giving you to divide up the reading! We will be participating in a socratic seminar (Graded)
Class 23: Thursday 3/3 (Both sections)
Focus: How did various marginalized groups move closer to power?
Activities:
1. Presentations
Homework:
Read that attached article and ONLY ANSWER the attached discussion question. YOU do not need to annotate.This article and questions is due for both classes next Tuesday 3/8- It is long so use the time I am giving you to divide up the reading! We will be participating in a socratic seminar (Graded)
Class 22: Monday 2/29 (Green) Tuesday 3/1 (Purple)
Focus: How did marginalized groups move closer to power?
Activities:
1. Use class time to present presentation - take notes for Griz that will be on Friday 3/4 (Green) Monday3/7 (Purple)
Homework:
Read that attached article and ONLY ANSWER the attached discussion question. YOU do not need to annotate.This article and questions is due for both classes next Tuesday 3/8- It is long so use the time I am giving you to divide up the reading! We will be participating in a socratic seminar (Graded)
Class 20+21 (Green and Purple) Thursday 2/25 and Friday 2/2
Activities:
1. Peer review of detailed outlines
2. Use class time the remaining class and next class (Friday) to complete the group portion of the project.
Homework:
Group project due Monday Feb 29th
Class 19: Tuesday 2/23 (Green) Wednesday 2/24 (Purple)
Focus:
Submit Annotate Bib
Course selection
Day one Group portion
Activities:
1. Mrs. B went over course options for next year
2. Day one- Group Project- see below sheet for group description- Begins on page 3
Homework:
Detailed Outline due next class!!
Green and Purple- Thursday 2/25
Class 18: Monday 2/22- Both Sections
Focus: Annotated Bib
Activities:
1. Format for Annotated Bibliography and Detailed Outline was taught in class today.
2. Had class time on computers to begin work on Annotated bib
Homework:
Annotated Bib- Tuesday 2/23 (Green) Wednesday 2/24 (Purple)
Detailed Outline due Thursday 2/25 (Both Sections)
Class 16: Thursday 2/11 (Green) Friday 2/12 (Purple)
This day was focused on working on the independent portion of the research process. Attached below is an outline of the topics covered on the day.
If you want to get a jump start on the detailed outline follow the below format
Class 15: Wednesday 2/10 (Both Classes)
In class workday
Notecard check
Topic check
Homework:
Class 14: Tuesday 2/9 (Both Sections)
Focus:
Activities:
1. Hand in 10 Notecards
1. Finish de briefing "Time for Justice"
2. Notes on the Movement
3. Go over the different groups of the Civil Rights Movement
Homework:
50 Notecards due.
Class 13: Monday 2/1 (Green) Tuesday 2/3 (Purple)
Focus:
How did the 1950's policies and the GI Bill contribute to the disparity in wealth between whites and black citizens?
Activities:
1. Finish House We Live In
2. Get out Civil Rights Packet
3. Watch A Time for Justice and answer questions- Video guide in above packet
Homework:
Read your assigned article in Civil Rights Movement Packet
Bring in three sources and blank notecards due Wednesday
1- Journal article from JSTOR
1- Book or e-book
1- Source of your choice.. must be scholarly if website (.edu/.gov/.
Class 12: Friday 1/29
Focus:
How did the 1950's policies and the GI Bill contribute to the disparity in wealth between whites and black citizens?
Activities:
1. Get new project sheet
2. Watch "Race Power of Illusion"- The House we Live In- Watch and answer video guide
Homework:
Get three required sources due Wednesday 2/3
1- Journal from JSTOR
1- Book source
1- of your choosing
Class 11: Thursday 1/28 (Both Classes)
Focus:
Go over and get groups for the Equality and Hierarchy Other Marginalized Groups Project
How did the 1950's policies and the GI Bill contribute to the disparity in wealth between whites and black citizens?
Activities:
1. Go over Equality and Hierarchy Project
- Go over project
- Pick groups and topics
Homework:
Due Next Wednesday 2/3 (Both Classes) Bring three sources (One must be a journal, one must book, other of your choosing)
Due tomorrow - Read article "A Critical Look at the GI Bill's Impact" and write 2-3 bullet-points identifying the impact of the GI BIll
Class 10 : Monday 1/25 (Green) Tuesday 1/26 (Purple)
Test
Class 9: Friday 1/22 (Both Classes)
Focus:
Compare the experiences of African Americans in the North and South during Jim Crow?
Were the ideals of democracy - that were given as rationale to enter both World Wars- extended to African Americans?
Activities:
1. Go over Chicago Race Riots
2. WWI/ WWII Conversation
Homework:
Test
Green- Monday 1/25
Purple Tuesday 1/26
Review Guide
Class 8: Wednesday 1/20 (Green) Thursday 1/21 (Purple)
Focus: Evaluate the status of African Americans in terms of Equality and Hierarchy during the Jim Crow Era.
Compare experiences of African Americans in the North and South during Jim Crow.
Activities:
1. Complete notes in t-chart on examples of "Hierarchy" and "Agency"
2. Read the section on the Great Migration from WWI/WWII packet- see attachment for homework on class 7 for reading
3. Intro- Chicago Race Riots
Chicago Race Riots 1919
4. Begin reading through Chicago Race Riots articles
Homework:
Read/annotate and answer questions to attached reading- Due Friday 1/22- Both Classes
Test on Monday- Green 1/25
Tuesday Purple 1/26
Class 7: Tuesday 1/19 (Both Classes)
Focus:
Evaluate the status of African Americans in terms of Equality and Hierarchy during the Jim Crow Era.
Activities:
1. Power Pie-
2. Rotate Power Pies- Write what you agree and disagree and add two changes
3. List -chart-
Agency and Hierarchy based on presentations
Homework:
Read attached packet and answer questions on page one. Discussion for both classes is on Friday 1/22
Test on African Americans Equality and Hierarchy
Monday 1/25- Green
Tuesday 1/26- Purple
Class 6: Friday 1/15 (Both Classes)
Focus:
Evaluate the status of African Americans in terms of Equality and Hierarchy during the Jim Crow Era.
Activities:
Purple only- Debrief findings on Abolitionists
Green only- Finish watching Douglass 4th of July speech
Both Green and Purple
1. Assign Power Pie assignment
2. Watch Facing History "The World the War Made" and answer questions on attached video guide
The World the War Made
Video Guide
Homework:
Due next class: Read pages 2-5 and complete the questions on page 1 of the attached packet. You do NOT need to annotate and you do NOT need to address the "Evaluation" question at the bottom of p. 1
Test on African Americans Equality and Hierarchy
Monday 1/25- Green
Tuesday 1/26- Purple
Purple ONLY Thursday 1/14
Focus:
Who were the abolitionist and what tactics were employed to end slavery?
Activities:
1. Watch last four minutes of Douglass's speech
2. Abolitionist assignment
3. Go to computer lab to conduct research
Homework: Due Friday 1/15
Read and in the margin mark up examples of "hierarchy" and "agency"
Test on African Americans Equality and Hierarchy
Monday 1/25- Green
Tuesday 1/26- Purple
Class 5: Tuesday 1/12 (Purple) Wednesday 1/13 (Green)
Focus:
Why does the abolition of slavery become such a divisive issue?
PURPLE Activities:
1. Go over homework from last night- Abolition Packet 1-4
2. Frederick Douglass Speech "The Meaning of July 4th for the Negro
3. Reconstruction
The World the War Made
Video Guide:
Green Block:
1. Read through justifications for slavery and go over homework from last night
2. Frederick Douglass speech
Homework:
Due Friday 1/15
Read and in the margin mark up examples of "hierarchy" and "agency"
Class 4: Monday 1/11 (Purple) Tuesday Green 1/12
Focus:
Understand the historical context of the Abolitionist Movement?
Why does the abolition of slavery become such a divisive issue?
Activities:
Green Only-
1. Finish watching "Race Power of Illusion"
2. Define Equality and Hierarchy Words
3. Conduct Story of Freedom discussion
Homework- Same as purple- see below
Activities: (Purple)
Abolitionist Movement- see attached packet for class and for homework
1. Read the justification for slavery- Take notes on findings
2. Watch "American Experience - The Abolitionists" and answer attached questions- pages 5+6 of Abolitionist Movement Packet (attached above)
Homework:
In Abolition Movement Packet
Read pages 1-2 and take 2-3 bullet-point notes on reflections
Read page 3 and answer questions on page 4
ClassThree: Thursday 1/6 (Purple) Friday 1/7 (Green)
Focus:
Understanding basic vocabulary with unit.
What is race? How was race used to justify the creation of social hierarchy?
Activities:
1. Finish going over chart
2. Watch Episode Two: The Story We Tell- Scenes 1-4 (Time 1-9:04)- Purple Only
3. Go over Vocabulary- attached is defined words
Homework:
No Homework- Be safe
Class Two: Tuesday 1/5 (Purple) Thursday 1/6 (Green)
Focus:
What are the forces that pushed marginalized groups to the periphery?
Activities:
1. Meet back in groups- Share out boxes for chart
Homework:
Due Thursday (Purple Only) Due Friday (Green Only)
Class One: Monday 1/4 (Purple) Tuesday 1/5 (Green)
Focus:
Introduction to Equality and Hierarchy
Activities:
1. Finish Presentation for Timeline
2. Equality and Hierarchy Jigsaw- Documents
3. Vocabulary
Homework:
Due Thursday January 7th (Purple) Due Friday January 8th (Green)